1. Presenter Shereen Khan August 17 th, 2010

2.  A school based activity that engages teachers in meaningful, non-judgmental and on-going instructional dialogue for the purpose of improving teaching and learning.

3.  It is goal oriented, focusing on a problem solving approach involving identifying, collecting and interpreting information in order to improve teaching and learning.  It engages the supervisor and teacher in personal growth through colleagueship and collaboration.  It is time consuming and may require several cycles in order to get results.

4.  Teaching is a complex set of activities that requires careful analysis  Teachers are responsible and competent professionals who desire help if it is offered in a collegial way  Both the teacher and the supervisor have clear ideas about what is meant by ideal or effective teaching.

5.  There is a professional working relationship between teacher and supervisor based on mutual trust.  Readiness on the part of teachers- ◦ They must be aware of the goals, procedures and assumptions. ◦ There must be a climate for success  The supervisor must possess three kinds of skills: human, managerial and technical.

6. Ability to work with people and motivate them so that they will desire good performance Ability to predict outcomes and make decisions and that would impact positively on the goals of the institution Specialised knowledge of the teaching/learning process, subject matter competence and current trends in pedagogy. HumanManagerialTechnical

7.  To diagnose and solve instructional problems.  To help teachers develop a positive attitude about continuous Professional Development.  To help teachers develop skills in using Instructional Strategies.  To provide teachers with objective feedback on the current state of their instruction.

8.  Its focus is on ◦ Improving the teacher’s instructional performance rather than the teacher’s personal problems. ◦ Actual observable events of teaching rather than curriculum support or curriculum relevance.

9. Clinical Supervision Effective Teaching Student Learning School Improvement Impact of Clinical Supervision

10. 1 Pre-Observation Conference 2 Observation 3 Post-Observation Conference

11. What can you deduce from the body language?

12. Arrange a time and venue for the conference. Identify the teacher's concerns about instruction. Step 1 Translate the teacher’s concerns into observable behaviour. Discuss plausible solutions and summarise alternatives Step 2 Identify procedures for improving instruction- agree on a plan Assist the teacher in setting self-improvement goals Step 3 Goal Setting

13. Arrange a mutually convenient time for the observation. Step 4 Select an observation instrument and behaviours to be recorded Step 5 Clarify the instructional context in which the data will be recorded Step 6

14.  Identify the specific student behaviours desired-students raising their hands when they wish to speak and being silent when another child is speaking  Identify the instructional procedures-teaching children the instructional rules and rewarding them for appropriate behaviour  Identify a strategy for learning the instructional procedures-practice in the classroom and attend a workshop

15. Controlled by the supervisor Works well with teachers who are at a low stage of development Directive Negotiated between supervisor and teacher Works well with teachers who are at the middle stage of development Non-directive Controlled by the teacher Works well with teachers who are at the higher developmental stage Collaborative

16. 1 Pre-Observation Conference 2 Observation 3 Post-Observation Conference

18. Purpose to capture the realities of the lesson objectively enough to enable the supervisor and teacher to reconstruct the lesson as validly as possible in order to analyse it.

19.  Questioning: types, distribution, clarity,levels  Handling Responses  Set Induction and Closure  Classroom Management  Teacher Movement in the class  Communication  Amount of teacher talk and student talk  Non-verbal behaviour  Explaining  Giving Instructions  Use of resources

20. Observation Techniques Behaviour Frequency Rating Scale Time Sampling Verbatim Recording Classroom Mapping Anthropological

21. 1 Pre-Observation Conference 2 Observation 3 Post-Observation Conference

22.  Be sensitive to the teachers feelings – refer to the behaviour, not the person.  Choose a non-threatening opener.  Data should be persuasive, yet value-free.  Do not admonish the teacher.  Ask questions like “what would you like to change? or “what changes would students want?” rather than “how do you feel the lesson went?”

23. The Supervisor will a. Present data to teacher in an objective form. b. Allow the teacher to analyse what was happening during the lesson. c. Elicit the teacher's interpretation, inferences, opinions and feelings. a. Decide on alternative approaches. b. Provide opportunities for practice and comparison.

24. Set Goals Support Monitor [Clinical Supervision] Communicate

25. Teaching Behaviours Pre-Operational Planning Resources Subject-matter Competence Operational Motivation Class Management Communication Post-Operational Assessment Feedback

26. Clinical Supervision Support and Monitoring Client Satisfaction

27.  End of Presentation